The impact of children's learning during a curriculum reform in Singapore

We often hear that the most important role of education is to teach children to think creatively and effectively. Singapore Ministry of Education (MOE) has recognised the importance of nurturing children from young and aimed to shift from 'academic rote learning' to more experiential learning. Since 2003, mandated nationwide skill development for all preschool teachers has taken place together with a new kindergarten curriculum framework based on American (Developmentally Appropriate Practice-DAP) ideas of play. This change, requiring a shift from years of instructional teaching, is not unproblematic. A qualitative research methodology was used to study the lived experiences of children after teachers were trained on the play curriculum. Data collection methods included semi-structured interviews, observation and document analysis. In this paper, children's lived experiences in classroom were captured through observation and findings indicated that trained teachers did not move away from instructional teaching to a more child-centred curriculum. Impacts on children's outcomes were observed from the classroom activities. This study will inform on the new curriculum implementation and the implications on children's learning.